Examining the Latest Threat to the Teaching of Evolution in our Classrooms
Abstract
Evolution is not just a theory; it is fundamental to our understanding of life and its history. Evolution is good science, not a belief system. It requires conclusive evidence that can be subjected to the tests of observation and objective reasoning. As defined within the National Science Education Standards, scientific inquiry is a set of interrelated processes by which scientists and students pose questions about the natural world. This definition must guide what is taught in science classrooms. In February, 2001 the Kansas Board of Education reversed a controversial 1999 decision and approved a new set of science standards. This action included a definition of science that focuses on the natural world and returned the teaching of evolution to the classroom, including the origin of the universe and the age of the earth. The vote was 7-3 in favor of the new standards and against an amendment put forth to accept revisions suggested by the local Intelligent Design Network (IDN). Following this decision, John Calvert, a managing director of the IDN, said that he was disappointed but not surprised, and that his group plans to take its case to school boards across the country. This threat should not be taken lightly. School boards ultimately influence or decide what is taught in classrooms. The events in Kansas were instrumental in waking up a lethargic educational and scientific community, but we cannot afford to rest easy now that evolution has been returned to Kansas science standards. The presence of evolution in science standards does not guarantee the teaching of evolution in science classrooms. Nor does it guarantee that teachers are prepared for the new anti-evolution strategies employed by the IDN. These tactics include claims of censorship and demands for the presentation of alternative scientific theories. They also include challenges based upon religion and philosophy, not science, and they place the teacher in the role of debater instead of educator. In October, 2000 fifty-four representatives from educational and professional organizations attended the National Conference on the Teaching of Evolution. The findings from this meeting reinforced the needs, concerns, and range of confidence levels of K-12 teachers to teach evolution. The conference also served as a catalyst for building alliances among organizations, generating new strategies for supporting evolution education and sharing existing resources. Scientists and educators must work actively to support the teaching of evolution in K-12 classrooms.
- Publication:
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AGU Spring Meeting Abstracts
- Pub Date:
- May 2001
- Bibcode:
- 2001AGUSM..ED41B06S
- Keywords:
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- 6605 Education;
- 6620 Science policy